31148 - Comparative Public Policy

Learning outcomes

The student at the end of the programme has an in-depth knowledge of the main methodological and analytical tools for public policy analysis. Such tools related to the comparative approach are used for the analysis of specific policy fields (between them, pensions and education). For some of these areas the student collects information on both policy output and policymaking processes. On such a base, the student is able to design research projects for assessing policies and policy change.

Course contents

The programme consists of three main parts. The first one is focused on key analytical and methodological tools, in line with three major questions to address: Why do we compare? What do we compare? How do we compare? These questions have to do with objects, objectives and strategies of the comparative analysis. At the same time, we do focus on the main theoretical perspectives that have shaped comparative policy analysis on the last decades: from the power resources theory to neo-institutionalism. The first phase is based on traditional lecturing. The second part all conceptual and methodological tools introduced in the first part are applied to specific policy areas: this is the case of social and education policies.The latter policies will be studied through a coparative approach between European and non-European countries. This second part consists of both lecturing and the more active involvement of students who will present some papers and book chapters in class. Eventually, the third part focuses on the role of International Organisations in public policy. This is a further element of complexity in comparative public policy analysis. This final part is based on both lecturing and the active involvement of the students.

Readings/Bibliography

Lanzalaco, L. and Prontera, A., Politiche Pubbliche Comparate, Bologna, Il Mulino, 2012

Bonoli, G. and Shinkawa, T., Ageing and Pension Reforms around the World, Cheltenham, Edward Elgar Publishing, 2005, Chapters 1, 4, 5, 8, 10.

Demeuse, M., Frandji, D., Greger, D. and Rochex, J. Y., Educational Policies and Inequalities in Europe, Palgrave MacMillan, 2013, Introduzione, Chapters 4, 7, 8

Ka-Ho-Mok, Education Reform and Education Policy in East Asia, 2005, London, Routledge. Chapters 3, 4, 9, 10.

Jacobi, A.P., Global education policy in the making: international organisations and lifelong learning, Globalisation, Societies and Education
Vol. 7, No. 4, November 2009, 473-487.

Ramesh, M., Policy change: the case of the World Bank and pension reforms, in G. Capano e M. Howlett (ed.) European and North American Policy Change, Londra, Routledge, 2009, 116-130.

Levi-Faur, David, ed. 2012. The Oxford Handbook of Governance. Oxford: Oxford University Press. Chapters, 1, 3, 47, 48.

Teaching methods

The programme consists of three parts: the first part is based on lecturing, while second and third parts are based on a mix of lecturing and the active involvement of the students who will present some of the texts in the syllabus while debating both analytical and substantive issues.

Assessment methods

Final oral examination (during the courses, students are evaluated on the base of their participation and involvement in the class-based activity).

Teaching tools

Power Point Slides

Office hours

See the website of David Natali